2015-2016 Curriculum Blueprint
Grade:
First
Course: ELA
District Unit 7
Wonders Unit 5 Week 5 and Unit 6 Week 1-3
Lexile Band: 445L-530L (4th quarter) Lexile Band: 190L – 530L (whole year)
Flexible Time
Line
20 days
Unit Overview
In this unit students will describe the characters, setting and major events. Students will orally demonstrate
understanding of the central message. Students will describe the connection between two individuals, events, ideas
or pieces of information in a text and identify reasons an author gives to support points in a text. Students will
understand how to identify critical information to improve comprehension using facts and photographs. By the end
of this unit students will write an informative piece supplying facts about a topic and providing a sense of closure.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
 How do readers identify and describe story elements?
 What can illustrations tell me about the story elements
 How can making connections help you understand informational text?
 How do you describe the connection between two events?
 How do images and words provide information?
 How does an author support what he/she says in the text?
Reading Learning Goals
Students will understand how to identify the main topic
and key details and make connections between details in
informational texts. Student will understand how to
apply critical information using text and photographs.
RI.1.3 Scale RL.1.3 Scale RL.3.7 Scale RL.3.7 Scale
RI.3.8 Scale
Focus Reading Standard
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and
major events in a story, using key details. At this point in
the year, students should be able to define and identify
characters, settings, and major events, focus on
describing and orally demonstrating understanding of a
central message.
LAFS.1.RI.1.3 (DOK 2) Describe the connection between
two individuals, events, ideas, or pieces of information in
a text.
LAFS.1.RL.3.7 (DOK 2) Use illustrations and details in a
story to describe its characters, setting, or events.
LAFS.1.RI.3.7 (DOK 2) Use the illustrations and details in
a text to describe its key ideas.
LAFS.1.RI.3.8 (DOK 2) Identify the reasons an author
gives to support points in a text.
Writing Learning Goals
Students will understand how to write an informative
piece that names and supplies facts on the topic.
W.1.2 Scale
Focus Writing Standard
LAFS.1.W.1.2 (DOK 3) Write informative/explanatory
texts in which the students, name a topic, supply some
facts about the topic, and provide some sense of closure.
LAFS.1.W.2.6 (DOK 2) With guidance and support from
adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
Revised 03-11-16
Recursive Standards
English Language Development
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school
setting.
Reading Foundational Skills
LAFS.1.RF.1.1 (DOK 1) Demonstrate understanding of the organization and basic features of print. a. Recognize the
distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). LAFS.1.RF.3.3 (DOK 1)
Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.1.RF.4.4 (DOK 2) Read with
sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings c. Use context to
confirm or self-correct word recognition and understanding, rereading as necessary.
Reading
LAFS.1.RL/RI.1.1 (DOK 2) Ask and answer questions about key details in a text.
LAFS.1.RL/RI.4.10 (DOK 2) With prompting and support, read prose and poetry of appropriate complexity for grade 1.
LAFS.1.RL 2.4 (DOK 2) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
LAFS.1.RI.2.4 (DOK 2) Ask and answer questions to help determine or clarify the meaning of words and phrases in a
text.
Speaking and Listening
LAFS.1.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in
conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any
confusion about the topics and texts under discussion.
LAFS.1.SL.1.2 (DOK 2) Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
LAFS.1.SL.1.3 (DOK 2) Ask and answer questions about what a speaker says in order to gather additional information
or clarify something that is not understood.
LAFS.1.SL.2.4 (DOK 2) Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
LAFS.1.W.2.5 (DOK 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
Language
LAFS.1.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas
in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
LAFS.1.L.3.5 (DOK 2) With guidance and support from adults, demonstrate understanding, word relationships and
nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at home
that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,
glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out
the meanings.
LAFS.1.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my
hamster Nibblet because she nibbles too much because she likes that).
Revised 03-11-16
Writing
LAFS.1.W.2.5 (DOK 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
Phonics
High Frequency/Vocabulary
Diphthongs oy, oi
Variant Vowels
/ü/ oo,u,u_e, ew,ue,ui,ou
/ô/ aw, au
Silent letters
wr,kn,gn
DOLCH WORD LINK
FRY LIST LINK
Suggested: Wonders Unit 5 Week 5
Unit 6 Week 1-3
Suggested: Wonders Unit 5 Week 5
Unit 6 Week 1-3
Grammar/Language
Prepositions
Pronouns
Possessive Pronouns
Specials Pronouns
Mechanics:
Abbreviations
Capitalize I
Days, Months, Holidays
Commas in Dates and Letters
Suggested: Wonders Unit 5 Week 5
Unit 6 Week 1-3
Deconstructed Reading Standards
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
 Define character.
 Define setting.
 Define major events.
 Define key details.
 Identify characters using key details.
 Identify setting using key details.
 Identify major events using key details.
 Describe characters using key details, discern which details are important.
 Describe setting using key details, discern which details are important.
 Describe major events using key details, discern which details are important.
 Orally demonstrate understanding of a central message, meaning or lesson.
K: With prompting and support, identify characters, settings, and major events in a story.
2nd: Describe how characters in a story respond to major events and challenges.
LAFS.1.RI.1.3 (DOK 2) Describe the connection between two individuals, events, ideas, or pieces of information in a
text.
 Identify key details in an informational text.
 Associate details with an individual, event or idea.
 Describe the connection / relationship between the details within an informational text.
 Describe the connection between 2 pieces of information.
K: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
2nd: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text.
LASF.1.RL.3.7 (DOK 2) use illustrations and details in a story to describe its characters, setting, or events.
 Recognize story characters.
Revised 03-11-16
 Recognize story setting.
 Recognize story events.
 Use story illustrations and details to identify characters.
 Use story illustrations and details to identify setting.
 Use story illustrations and details to identify events.
 Use story illustrations and details to describe characters.
 Use story illustrations and details to describe setting.
 Use story illustrations and details to describe events.
K: With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts).
2nd: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
LAFS.1.RI.3.7 (DOK 2) Use the illustrations and details in a text to describe its key ideas.
 Identify details and illustrations in a text.
 Identify key ideas in a text.
 Know how to describe ideas.
 Discern key ideas in a text.
 Describe key ideas in a text, using reference to illustrations and details.
K: With prompting and support, describe the relationship between illustrations and the text in which they appear
(e.g, what person, place, thing, or idea in the text an illustration depicts).
2nd: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
LAFS.1.RI.3.8 (DOK 2) Identify the reasons an author gives to support points in a text.
 Identify the reasons an author gives to support arguments or facts.
 Discern details which support (serve as evidence) as compared to details and which do not.
K: With prompting and support, identify the reasons an author gives to support points in a text.
2nd: Describe how reasons support specific points the author makes in a text.
Deconstructed Writing Standard
Focus Writing Standard
LAFS.1.W.1.2 (DOK 3) Write informative text in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
 Identify an informative/explanatory text.
 Select a topic for an informative/ explanatory writing.
 Determine supporting facts about a topic.
 Determine an appropriate closure.
 Write an informative/explanatory text, naming a topic.
 Write an informative/explanatory text, supplying facts.
 Write an informative/explanatory text, providing a sense of closure.
Product Examples starting on page 288
Revised 03-11-16
Suggested Literary Texts
*Depending on readability of text, Interactive ReadAlouds may be utilized (refer to Higher Order Questions
to ensure deeper comprehension)
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and
scaffold learning for the published product. Can be used
in whole group, small group, and journal responses.
Paired Texts
LAFS.1.RL.1.3 & LAFS.1.RL.3.7 (DOK2) After
reading/listening to Chapter 2 of The Magic School Bus:
Under Construction, teacher will model creating circle
maps to describe the main character, the setting and
major event, identifying which details are important. Use
the illustrations and details to complete the maps.
Part B: After reading/listening to Chapter 3 of The Magic
School Bus: Under Construction, students will create
circle maps to describe the major event, identifying
which details are important. Use the illustrations and
details to complete the maps.
Part C: Students will collaborate with a partner or within
a group, using their circle maps to demonstrate
understanding of the central message/meaning.
Week 26
 The Joy of a Ship (Lexile 560)
Wonders Unit 5, Week 5 Reading & Writing Workshop
 Small Joy (Lexile 490)
Wonders Unit 5 Week 5 Literature Anthology
Week 27
 Building Bridges (Lexile 550)
Wonders Unit 5 Week 5 Literature Anthology
 The Magic School Bus: Under Construction
Safari Montage
Week 28
 All Kinds of Helpers (Lexile 530)
Wonders Unit 6 Week 2 Reading & Writing Workshop
 Meet Rosina (Lexile 420)
Wonders Unit 6 Week 2 Literature Anthology
 EPIC Search: The Kindhearted Crocodile (Lexile
770)
Week 29
 Kids Practice Reading to Shy Shelter Dogs
 Therapy dogs and Kids: How They Help
 Shake! Strike! Strum! (Lexile 290)
Wonders Unit 5 Week 4 Literature Anthology
The same tasks can be used for The Kindhearted
Crocodile without teacher modeling for Part A.
LAFS.1.RI.1.3 (DOK 2) Part A: After reading a text, such as
Building Bridges, students engage in a collaborative
discussion to explain the relationship between the
bridges.
Part B: After the discussion, students will write a
paragraph about the relationship of the details between
two bridges. Students can use their circle maps from
previous tasks to write their paper.
LASF.1.RL.3.7 (DOK 2) After reading a literacy text, students
will collaborate with a partner and use illustrations from the
text to describe the events of the story.
Tools and Resources for Finding Optional Text
Science Texts
Social Studies Texts
LASF.1.RI.3.7 & LAFS.1.W.2.6 (DOK 2) After reading The
Ebscohost
Joy of a Ship, Small Joy, or Building Bridges students can
Under this link, use “Searchasarus” Login/Password is work in groups to create digital representation that
lakecounty
describes the key ideas of the texts, referencing the use
illustrations from the text.
NEWSELA
Current events, good resource for informational text. You LAFS.1.RI.3.8 (DOK 2) Part A: The teacher will read aloud
will have to set up an account, it is free
the articles from Week 29. Incorporate LAFS.1.SL.1.2
EPIC – Books for Kids
(DOK 2) Engage students in a discussion about why
Free e-books
reading to/or with dogs is beneficial. Help students
create a tree map to identify the reasons the author gives
lexile.com
to support his/her opinion in the text.
Lexile.com serves as a tool to assist teachers with verifying Part B: After rereading the articles, use the same tree
reading sources for curriculum support.
map, add a branch that states which details do not
support the author’s opinion.
Revised 03-11-16
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional
texts multiple times to master the three focus reading
standards within this unit. PLC’s should collaborate to
determine the order of instruction and strategies that
sort the learning goal.
LAFS.1.RI.3.8 (DOK 2) Part A: After reading Shake!
Strike! Strum! Students will work in collaborative groups
to discuss the reasons the author gives for making
instruments. Part B: Have students choose which
instrument they would make and have them write about
why they would make it using reasons from the text.
Use to create your own tasks - LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional
tasks would be required to ensure adequate practice and
deepening of knowledge to ensure mastery of the focus
standards.
Published Product for Unit 7
*The purpose of the Published Product is to allow for students to go through the writing process with modeling.
See Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading All Kinds of Helpers, students will write an informational/ explanatory, explaining how people in their
community help in different ways. Students should use facts from the text and provide a sense of closure.
Product Examples starting on page 288.




Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.1.RL.1.3 (DOK 2)
LAFS.1.RL.3.7 (DOK 2)
LAFS.1.RI.3.8
How do the characters in the story  How do illustrations help us
solve their problem?
understand the events in the  Were there any reasons why you
story?
think the author…?
What happens at the beginning,
middle, and end of the story?
 Describe details from
 What in the writing made you
How are the characters behaving,
illustrations.
think that?
or feeling, at the beginning,
middle, and end of the story?
How do we know the characters
 Where can we look to find
 What were the reasons the author
are feeling _____, or are going to
details about the story
wrote this piece?
do ________?
characters (i.e. how they
look, where they live)?
 How and where did the author
LAFS.1.RI 1.3 (DOK 2)
support his reasoning?
 How are _______ and _______
LAFS.1.RI.3.7 (DOK 2)
connected in this text?
 What important points does the
author make?
Revised 03-11-16


How do illustrations help us
understand the events in the
story?
Describe details from
illustrations.
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric Informative (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Revised 03-11-16